Rotational blended learning in computer system engineering courses

Contribution: An original application of individual rotation to blended learning, which mixes e-learning, discussion groups (seminars), practical laboratory work, and self-motivated tasks called ``mini-projects.'' Background: In examining the changing practices toward students' transferable skills in higher education, current teaching needs to devote much more attention to using multi-modular teaching methods to foster students' key transferable skills, such as logical, analytical, and creative thinking. Intended Outcomes: Rotational blended learning is intended to maximize students' engagement and improve educational outcomes during the learning process. Application Design: A rotated form of existing teaching methods--e-learning, seminars, and group projects--was proposed. A quasi-experimental design, involving classroom observation, student surveys, and overall results, was used with two cohorts of computer system engineering students, one a controlled cohort taught using traditional techniques and the other an experimental cohort taught using a novel rotational blended system. Findings: The influence of blended learning on the subsequent development of critical transferable skills was demonstrated. Results suggest that rotational blended learning is an ideal way to address these challenges, since it allows computer engineering students to reassess and enhance the core skills and competencies they need to acquire in their learning experiences

The Effects of Rotational Blended Learning on Course Grades in High School Credit Recovery Math I and English I Courses

Despite the increasing popularity of using online and blended technology to recover lost initial credit, there has been limited research as to the effectiveness of online only credit recovery models, and the effectiveness of blended learning models, especially in secondary public education. This study is important in that it analyzes which method of content delivery is most effective for a particular population. The purpose of this causal-comparative study was to determine if there were any statistical differences in the individual final numerical course grades of students taking online only credit recovery English I and Math I classes, and students taking the same credit recovery classes in a rotational blended learning environment. This study used an independent samples t-test, and descriptive statistics to compare archival data from high school students in a rural North Carolina county who took online only, or blended credit recovery classes, during the 2017-2018 and 2018-2019 academic years. After the t-test was administered, it was determined that there were statistically significant differences in the final course grades of students taking online only credit recovery classes, and blended credit recovery classes using a blended rotational model for both Math I and English I classes. Students taking rotational blended classes had significantly higher means for their final numerical grades as compared to students taking online only classes for both Math I and English I. Future studies should include teacher perceptions of online and blended credit recovery, student motivation using these models, and larger sample sizes comparing different demographics of students

Random Group Problem-Based Learning in Engineering Dynamics

Dynamics problem solving is highly specific to the problem at hand and to develop the general mind framework to become an effective problem solver requires ingenuity and creativity on top of a solid grounding on theoretical and conceptual knowledge. A blended approach with prototype demo, problem-based learning, and an opinion questionnaire was used during first semester of 2013. Students working in randomly selected teams had to interact with classmates while solving a randomly selected problem. The approach helps improve awareness of what is important to learn in this class while reducing grading load. It also provides a more rewarding contact time for both pupils and instructor.Comment: 24 pages, 5 figures, 1 table, 24 reference

Effectiveness of blended learning technologies in higher educational institutions

The need for research into the effective application of blended learning technologies and evaluation of its effectiveness for universities, students, teachers and society is determined by little experience in the use of blended technologies. Consequently, the aim of this study is to determine the effectiveness of blended learning models for student learning in view of the specifics of academic subjects. The research involved the methods of survey, simulation, pedagogical experiment, mathematical statistics. The following models were involved in the studies of the first- and fourth-year students of the higher educational institutions (HEIs) of Ukraine during the semester: rotational, Enriched Virtual model, and a combination of rotational model to study professional subjects and Enriched Virtual model to study humanities. Conclusions. The use of performance evaluation tools allows determining the state of readiness of the educational institution and students for involving blended technologies. Prospects. The results of the study can be compared with the following studies of the effectiveness of other blended learning models for students of different majors, determining the effectiveness of blended learning in general. Other levels of effectiveness of blended learning — operational, strategic management — are unresolved issues

Comparison of Traditional to Hybrid Modality of Instruction

The COVID-19 pandemic caused unprecedented disruption in education across the United States. Prior to the pandemic, students in third grade struggled with low reading proficiency, a difficulty that predicts persistent academic struggles, school dropout, and even delinquency. Districts in South Carolina and around the United States adapted to the challenges of the COVID-19 pandemic in various ways, and among these strategies were a traditional learning modality, where students attended school only in-person and when possible, and a hybrid learning modality, where students alternatively attended in-person and remotely. It is important to understand the potential impacts of these scheduling decisions on student performance, particularly in third grade reading. The purpose of the proposed quantitative causal comparative study was to examine whether third grade students\u27 reading performance, as measured by the SC READY ELA assessment, vary as a function of students\u27 enrollment in a district using a hybrid modality of instruction as compared with a traditional modality during the 2020-2021 school year. Data from districts using hybrid and traditional schedules were analyzed, representing 1,455 students. Results indicated that students on hybrid schedules had significantly higher mean scores than students on traditional schedules, particularly for male, female, and White students. Follow-up interviews with superintendents revealed that districts were generally unprepared for the pandemic and that roles of parents, teachers, and leaders changed significantly during the pandemic. Additionally, superintendents focused on making informed decisions, reducing inequities in learning related to technology access, and supported instruction using technology. Taken together, the quantitative findings and experiences of superintendents support the need for increased preparedness for potential future disruptions to education and concerted effort on the part of all stakeholders to ensure continuity of instruction and adequate support for all students

Designing learning-skills towards industry 4.0

The world is shrinking now more than ever due to new scientific and technological breakthroughs that expand the boundaries of human knowledge, resulting in improvements in transportation, communication, space exploration and educational technologies. Today’s students will compete in a technological, diverse, multi-cultural world and must be prepared to thrive in this futuristic environment. Therefore, it is vital that today’s pedagogy produce lifelong learners, who can succeed in a global pulpit. To ensure our educational technology progresses at the rate demanded by today’s ubiquitous digital learners, we review emerging technologies and traditional teaching methods and propose desirable changes. Future companies will need employees with specific Internet of Things connected additive manufacturing skills across the value stream, including computer-aided design, machine operation, raw material development, robotics and supply chain management; but these are only island of excellence in industry 4.0 and not the consummate requirement of the manufacturing process

Enhancing differentiated instruction and critical thinking with Station Rotation Model: An action research in Greece

The purpose of this study is to explore the implementation of the Station Rotation Model in a Primary School Classroom in Greece. An SRM will be designed based on other models found in literature and on the ADDIE method for the designing of a blended learning approach (Branch, 2009)

An Investigation of the Impact of Student Satisfaction on Student Outcomes Among Undergraduate Students in a Blended Learning Environment in University A

The purpose of this study was to examine the impact of student satisfaction on student outcomes among undergraduate students in a blended learning environment in University A. It was a quantitative predictive correlational design, with predictor variables satisfaction with course, sex, age and race/ethnicity, and criterion variable end-of-course score. The Corona Virus pandemic highlighted the central role of blended and online learning in educational processes globally. The technological revolution in education characterized by the infusion of digital technologies in classrooms, indicates that blended learning will continue to feature prominently in educational settings. Student satisfaction in blended learning redounds to the benefit of students and educational institutions since it could contribute to improved pedagogical and curricular practices, goodwill, enhanced reputation, and increased enrollment. Participants for this study were drawn from a convenience sample of 330 undergraduate students enrolled in a blended general education course at University A. Data collection procedures for predictor variables were accomplished through the online administration of the Satisfaction with Blended eLearning Systems (BELS) Questionnaire, while criterion variable data was garnered from student records. Applying multiple linear regression analysis, a statistically significant relationship was found between the linear combination of satisfaction with course, sex, age, race/ethnicity and end-of-course score. However, satisfaction with course emerged as the only significant predictor of the end-of-course score. Course satisfaction in blended learning settings influences performance. Further investigations are needed in other tertiary level institutions in the Caribbean, across different disciplines, and different blended learning delivery methods